Right: A Chinese citizen gazes up at the unaccustomed view of white clouds and blue skies - a side-effect of COVID-19 shutting down a large part of China's industrial infrastructure. .
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Background information
(The information contained below has been drawn from the Wikipedia entry titled '2019-20 coronavirus pandemic', the full text of which can be accessed at
And from the Wikipedia entry titled 'Impact of the 2019-20 coronavirus pandemic on education', the full text of which can be accessed at
The 2019-20 coronavirus pandemic is an ongoing pandemic of coronavirus disease 2019 (COVID-19), caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The outbreak was identified in Wuhan, China, in December 2019, declared to be a Public Health Emergency of International Concern on 30 January 2020, and recognized as a pandemic on 11 March 2020.[9][10] As of 9 April 2020, approximately 1.58 million cases of COVID-19 have been reported in 209 countries and territories, resulting in approximately 94,800 deaths.[4] About 353,000 people have recovered.
The virus is mainly spread between people during close contact, often via small droplets produced during cough, sneeze, or talk. While these droplets are produced when breathing out, they usually fall to the ground or surfaces rather than being infectious in the air over large distances. People may also become infected by touching a contaminated surface and then their face. The virus can survive on surfaces for up to 72 hours. Coronavirus is most contagious during the first three days after onset of symptoms, although spread may be possible before symptoms appear and in later stages of the disease.
Common symptoms include fever, cough and shortness of breath. Complications may include pneumonia and acute respiratory distress syndrome.[20] The time from exposure to onset of symptoms is typically around five days but may range from two to 14 days. There is no known vaccine or specific antiviral treatment. Primary treatment is symptomatic and supportive therapy.
Recommended preventive measures include hand washing, covering one's mouth when coughing, maintaining distance from other people, and monitoring and self-isolation for people who suspect they are infected. Authorities worldwide have responded by implementing travel restrictions, quarantines, curfews, workplace hazard controls, and facility closures.
The pandemic has led to severe global socioeconomic disruption, the postponement or cancellation of sporting, religious, political and cultural events, and widespread shortages of supplies exacerbated by panic buying. Schools and universities have closed either on a nationwide or local basis in 193 countries, affecting approximately 99.4 percent of the world's student population. Misinformation about the virus has spread online, and there have been incidents of xenophobia and discrimination against Chinese people, other people of East and Southeast Asian descent and appearance, and others from areas with significant virus cases. Due to reduced travel and closures of heavy industry, there has been a decrease in air pollution and carbon emissions, which has had a beneficial effect on the environment.
Impact of the 2019-20 coronavirus pandemic on education
The 2019-20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19. According to UNESCO monitoring, 188 countries have implemented nationwide closures and 5 have implemented local closures, impacting about 99.4% of the world's student population. On 23 March 2020, Cambridge International Examinations (CIE) released a statement announcing the cancellation of Cambridge IGCSE, Cambridge O Level, Cambridge International AS & A Level, Cambridge AICE Diploma, and Cambridge Pre-U examinations for the May/June 2020 series across all countries. International Baccalaureate exams have also been cancelled.
School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences. School closures in response to COVID-19 have shed light on various social and economic issues, including student debt, digital learning,[ food insecurity, and homelessness, as well as access to childcare, health care, housing, internet, and disability services. The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work.
In response to school closures, UNESCO recommended the use of distance learning programs and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.
The situation in Australia
As of March 29, 2020, some weeks before the end of Term 1 in most states, the federal government's advice was that it was safe to send children to school up to the end of the term, but some pupil-free days would be needed to plan distance learning. Schools are expected to reopen after the term break with a mix of distance learning and in-school learning for all 'essential workers', defined by the prime minister as anyone with a job. However, there were differences in how each state and territory was managing schools.
In New South Wales, schools remained open, but it was up to parents to decide whether to send children to school, and parents were advised to keep children home unless they needed to work.
In Victoria, school holidays were brought forward by three days, with the last Tuesday of Term 1 being a pupil-free day intended to allow teachers to prepare for distance learning. Victorian state schools are expected to open on April 14; however, this is another pupil-free day for teacher preparation for online learning.
In Queensland, schools remained open, but it was up to parents to decide whether to send children to school.
In the Australian Capital Territory, schools were pupil-free until the school holidays, but open to students who absolutely needed to attend, such as those whose parents had to attend work and could not care for their children at home, as well as vulnerable children and those with additional needs. No child was to be turned away.
In Tasmania, schools remained open, but it was up to parents to decide whether to send their children.
In the Northern Territory, schools remained open but optional for parents to send children
In South Australia, schools remained open but the premier, Steven Marshall, acknowledged parents would take children out of school, allowing for increased social distancing.
In Western Australia, schools remained open, but laws were relaxed so attendance was not compulsory.